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Courses

A summary of each course to help with your selection.

Academic Year

Programs

Course ID

Course ID	Course
EDUC 411	EDUC 411 Early Learning Curriculum & Assessment Course Credits: 3 An exploration of early childhood theories, philosophical perspectives, effective practices, curriculum and assessment and an overall understanding of what it means to effectively support and nurture early learners. The vital role of a well prepared early learning educator and the importance of learning through play, emergent curriculum and authentic assessment methods will be thoroughly examined. Content addresses the entire spectrum of a child's growth and development within the context of place, families and communities: linguistic, socio-cultural, emotional, physical, spiritual, and cognitive development. Prerequisite(s): EDUC 321; minimum 90 sem. hrs.; and a minimum 2.70 GPA
EDUC 412	EDUC 412 Strategies for the Exceptional Child Course Credits: 4 This course builds upon the information presented in introductory courses to inclusive education. It is intended for pre-professional Education students and those in psychology, social services, and nursing, and is designed to provide information and strategies for: assessing the needs of students, developing intervention techniques, and utilizing the resources of various professionals to meet the diverse needs of exceptional students and exceptional families. Enrolment in this class includes a 25 hour practicum in a special needs setting. Cross-listed: PSYC 412 Prerequisite(s): EDUC 310; minimum 90 sem. hrs.; and a minimum 2.70 GPA NB: If required, students may repeat this course a maximum of one time. Subsequent attempts require the approval of the Dean of Education. Students who are unsuccessful in the field after a second attempt will be required to meet with an advisor to determine appropriate next steps.
EDUC 413	EDUC 413 Relational Learning with Stó:lo Peoples & Place Course Credits: 1 This initial immersive field experience will take place off campus over a weekend in a community situated on the ancestral, traditional, unceded territory of the Stó:lo peoples. Focus of inquiry will center on relationality and the importance of critical self-reflection in education by interrogating worldview beliefs, teacher identity and bias, deconstruction of colonialism, and issues of social justice. Localized Indigenous wisdom and knowledge in collaboration with Stó:lo elders and knowledge keepers will inform all aspects of learning what it means to be an educator and to educate. Moreover, the course will be an in-depth exploration of what it entails to act justly and truthfully as an educator who wants to be a partner in reconciliation, engage in reciprocity, and build respectful relations with members of local Indigenous communities. Prerequisite(s): EDUC 211, 222, 233; 6 credit hours of 100 level ENGL; confirmation into the School of Education, and a minimum 2.7 GPA NB: Pending approval from the BCTC.
EDUC 430	EDUC 430 Foundations & Principles of Music Education Course Credits: 3 An introduction to the historical, philosophical, sociological, and psychological foundations of music education. Topics include program development, teaching methods, administration, supervision, and evaluation. Cross-listed: MUSI 430 Prerequisite(s): MUSI 131, 132; 225, 226; third- or fourth-year standing NB: Not offered every year See music department chair.
EDUC 435	EDUC 435 Teaching & Learning in the Middle Years Course Credits: 3 This course focusses on understanding the needs of young adolescents, which involve identity formation, agency, self-discovery, and relationships. Signature pedagogies for middle school learners as well as current trends and recent research, for organizing and planning curriculum, transitions, and for structuring classrooms as learner centred spaces of intentional design are core content areas. Specific topics include characteristics of 10- to 14-year-olds and the implications for learning; curriculum integration through inquiry; building student-teacher, teacher-parent, and student-student partnerships; evaluation and assessment in the middle years; and balanced literacy and numeracy methodologies.. Prerequisite(s): EDUC 321, and a minimum 90 sem. hrs.
EDUC 450	EDUC 450 Supplemental Practicum EDUC 450 is a supplemental practicum in a K-12 BC classroom. It provides teacher candidates with additional classroom experience in teaching and learning through an individualized learning plan. The individualized learning plan addresses the unresolved documented concerns in the first attempt of EDUC 451/452 or EDUC 453. This supplemental practicum is a pre-requisite for a second attempt of EDUC 451/452 or EDUC 453 where a withdrawal has occurred due to aforementioned concerns. Prerequisite(s): Admission to the Professional Year Program and approval of the program coordinator NB: Eligibility for this course is at the discretion of the program coordinator. Teacher candidates may only complete one supplemental practicum.
EDUC 451	EDUC 451 Classroom Teaching: Theory & Practice Course Credits: 7 This course is designed to help prospective teachers reflect on factors that make classrooms and schools effective communities for learning. Students recognize, develop, and practice the relevant strategies and skills required for effective teaching and learning, and reflect on their teaching and its effects on student growth and learning. Eight weeks is classroom practica; six weeks focuses on a process of deliberation and reflective action that interrelates theory and practice. Prerequisite(s): Acceptance into the Professional Year Program Co-requisite(s): EDUC 452 NB: 7 sem. hrs. Theory; 8 sem. hrs. Practica. Students may not take other courses when taking EDUC 451, 452 except required curriculum and pedagogy courses.
EDUC 452	EDUC 452 Classroom Teaching: Theory & Practice Course Credits: 8 This course is designed to help prospective teachers reflect on factors that make classrooms and schools effective communities for learning. Students recognize, develop, and practice the relevant strategies and skills required for effective teaching and learning, and reflect on their teaching and its effects on student growth and learning. Eight weeks is classroom practica; six weeks focuses on a process of deliberation and reflective action that interrelates theory and practice. Prerequisite(s): Acceptance into the Professional Year Program Co-requisite(s): EDUC 451
EDUC 453	EDUC 453 Extended Practicum Course Credits: 15 This course, part of the PYP (Professional Year Program) is a 14-week semester including eight weeks of full immersion, three to four weeks partial immersion, and two weeks of seminars. Pre-service teachers will relate principles and theories from conceptual frameworks to actual practice in classrooms and schools. School placement will normally be appropriate to the grade levels and subject specialties which the student expects to teach after the program's completion. Prerequisite(s): EDUC 451 and 452. Acceptance into the Professional Year Program NB: Students may not take other courses when taking EDUC 453 except required curriculum and pedagogy courses. Pass/Fail course.

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